2018 Donald D. Gehring Academy 



Andrea Goodwin, 2018 Gehring Academy Chair- click here for bio 

Andrea Seabert-Olsen, 2018 Gehring Academy Assistant Chair- click here for bio

Gehring Tracks


Advanced Sexual Misconduct Institute

Nadia Bazzy 

Mary Beth Mackin Foundations of Professional Practice

Jane Tuttle 

Student Conduct Directors and Aspiring Directors

Martha Compton 

The Student Conduct Director and Aspiring Director Track is intended to give new (1-3 years) or aspiring directors the tools they need to understand and excel at their role.  Through the use of cohort-style learning groups, this track will explore the necessary functions of a student conduct operation as well as individual competencies and skill sets necessary for this work.  As student conduct programs and institutional types vary significantly, the faculty will provide a wide range of scenarios, considerations, and advice.  As a large part of learning happens informally, participants will also have the ability to raise their specific concerns and questions to be addressed by both the faculty and their peers.  This track will include topics such as office administration, policy development, cultural humility, navigating institutional politics, supervision, assessment, and strategic planning, among others.

Track Learning Objectives: 

·         Identify and practice personal and professional skills needed in the Student Conduct Director role.  

·         Identify and understand foundational and functional components of a student conduct program. 

·         Identify and articulate a personal professional development plan related to their specific career goals.  

·         Develop an awareness and/or further an understanding of underlying questions and pressures facing today's student conduct director in today's higher education climate. 

Restorative Justice 

Patience Bryant

The Gehring Academy Restorative Justice Track is an interactive, theoretical, and practical training program for persons desiring to implement restorative justice on their campuses. Encouraging an expanded view of student conduct work, the program will assist educators in developing a fully informed practitioner’s lens that honors student learning and development considerations that is also guided by the principles of social and restorative justice. Participants will gain a thorough understanding of restorative justice principles and practices, practical information and about program implementation.


Track Learning Objectives:

·         Understand the theoretical underpinnings of restorative justice while attaining both a global context and a historical context

·         Understand how the social justice lens and cultural awareness are integral in both RJ practices and principles

·         Understand various models of restorative practices both proactive and reactive,

·         Administer a RJ process from selection to conclusion

·         Infuse RJ principles into their host campus conduct and community development process and/or begin program creation at their institution

First Amendment (2-Day: Monday-Tuesday)

Lee Bird, Ph.D. & Mackenzie Wilfong, J.D. 

This day and a half program will provided participants not only with an overview of First Amendment principles but will examine the national debate around free expression on campus, the use and misuse of social media, significant First Amendment case law, academic freedom, facility use policy and preparing for and responding to controversial speakers and protests.

Participants will come away with not only a deeper understanding of and appreciation for the First Amendment, but will garner significant resources to bring back to their campuses to help in campus decision making.

Organizational Misconduct (2-Day: Wednesday-Thursday) 

Lance Watson